1. Kristin Hayes
CI 350
Harold Blanco
Day Two: Myths and What They Meant
I. Analyze the learners: This lesson is designed for 7th
grade students at a West
Virginia middle school ranging from 12 to 14 years old. There are eighteen
students, and the male students outnumber the female students. Sixteen of the
students are Caucasian students while the remaining two students are Asian-
American. Most of the students identify themselves as Protestants; however,
there is one Buddhist student. Most of the students are visual, auditory, and
kinesthetic learners though one student has displayed a musical learning style
and has verbalized that he is able to remember content through song. Previous
learning competencies of the students includes a basic and minimal knowledge
of Greek life and mythology derived from popular media such as movies, TV
shows, and books.
II. State Objective: Students will describe the common characteristics of myths
and what they meant to the Greeks by comparing and contrasting myths as
well as writing a myth using Glogster, primary sources, blog, and videos with
100% accuracy.
III. Select methods, media, and materials: Because my students encompass a
variety of learning styles, I will incorporate different methods, media, and
materials into my lesson:
 Glogster: I have created a virtual poster that provides information about
the structure of myths.
 Primary Sources: For this lesson, the two primary sources will gravitate
around the theme of myths which provide examples of the Greeks trying
to make sense of the world.
 Videos: After we have read the two myths I have selected, we will watch
two cartoon videos found on Youtube that we will watch to illustrate what
we have read.

2.  Blog: For homework, students will go to the class blog and upload their
completed myth.
 Videos: After we have read the two myths I have selected, we will watch
two cartoon videos found on Youtube that we will watch to illustrate what
we have read.
IV. Utilize Media and Materials: Prior to the lesson, I will make sure that my
Glogster is still accessible, and the media contained within or links are still
working. I will make enough copies of the myths we will read in class as well
as the graphic organizer. I will also have the myth that I wrote on the blog
post where the students will post their completed myths.
V. Require Learner Participation: The Glogster will act as a starting point for the
discussion I wish to have in the classroom. It provides the technicalities such as
strict definitions of myths as well as common characteristics shared amongst
most myth. The majority of the discussion would ideally focus on how the
Greeks used the myths to explain the unknown. (However, I am open to
whatever direction the discussion goes in as long as it is pertinent to our
studies.) The best way I see to do this is to provide students with short myths
that explain natural phenomena. Once again, using primary sources helps to
facilitate thinking like a historian. The students will take turns reading aloud to
the class. We will then discuss the ways in which each myth sought to seek a
phenomenon as well as the idea of fate being in the hands of the gods. For
homework, students will write a two paragraph minimum myth that seeks to
explain a phenomenon in the today’s world. Students are also required to
comment on two of their peers’ work by the end of the week.
VI. Evaluate and Revise: I will evaluate my students informally during class
discussion of the myths and also upon the completion of the myth. I believe
that the structure of the myth will evaluate whether the curriculum and
instruction was successful. If it is, the students would have sought to include
the characteristics of myths as discussed previously in class. I will make my
revisions primarily after reading the blog responses.